The purpose of this research was to examine how teachers’ level of engagement might predict their likelihood of leaving their current positions. This study used cross-sectional survey data gathered on 188 elementary school teachers. A multiple mediation model was used to examine the effects of organizational (individual-level climate, psychological climate) and personal (burnout, engagement, job stress) predictors on turnover and transfer intentions. Results from the study confirmed that individual-level climate was a significant predictor of teachers’ engagement, job stress, and burnout, which mediated its effect on turnover intention. Psychological climate had a direct effect on transfer intention but no reported indirect effects on teacher self-beliefs or turnover intention. The research findings provide a foundation for continued research, as well as a framework for understanding how school culture may influence teachers’ decisions to leave or transfer. The study identified a need for school leaders to understand that the perceptions of the school’s environment and teachers’ self-beliefs have a significant effect on teacher turnover and intent to transfer. Results from this study offer explicit recommendations and guidance to school leaders for how to improve teacher retention; it is one of a small number of studies in educational contexts to provide such guidance for teacher engagement.
In this chapter, the authors present the rapid rise of Massive Open Online Courses (MOOCs) derived from a yearning to create and make widely available materials and conditions for participatory learning and creative space dedicated to the open education. Massive Open Online Courses (MOOCs) were developed to provide open, meaning unrestricted, online courses without higher education cost constraints to students. This new technological platform was embraced, developed, and offered by some of the country's leading universities and institutions including Harvard, University of Pennsylvania, Stanford, and Massachusetts Institute of Technology (MIT). Students may collaborate through strategic social media platforms such as LinkedIn, Facebook, and Twitter. Further, according to LeCounte et al. (2014), the social media partnerships have been found to offer competitive advantages in terms of low cost and tremendous visibility to both corporations and institutions of higher learning.
This case study follows a district racial equity initiative from policy formulation through implementation, and finally to the review of a high school discipline measure. The initiative had a consistent theme of addressing implicit bias. However, over time, district equity champions expanded the definition of implicit bias beyond its conventional meaning of subconscious prejudices and perceptions that may influence action. These champions came to identify policies, practices, and curriculum that presumed and privileged underlying White norms, and were thus implicitly biased. Hence, implicit bias became evident in powerful structural racism across the school system.
The purpose of this qualitative study was to examine the perceptions and experiences of educational leadership graduate students who participated in a short term study abroad program in Peru. We analyzed assignments submitted for course credit, including a total of 144 photos and 107 corresponding reflections submitted as part of the photovoice assignment. Analysis revealed that the study abroad was a transformative experience . Students drew upon their own professional experiences to make sense of their educational experiences overseas . Their experience in Peru gave them a window into the wor ld of so many students in their U S schools what it is like to be a racial and language minority enriching and informing their perspectives as educators and future educational leaders. Instructors in study abroad courses may seek a balance between th e analytical const raints of applied heuristics with the freedom that photovoice promises.
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